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SUMMARY:What is the best way to teach imaging analysis? - Matthew Brett\, 
 University of Birmingham
DTSTART:20191028T123000Z
DTEND:20191028T133000Z
UID:TALK129361@talks.cam.ac.uk
CONTACT:Johan Carlin
DESCRIPTION:Nearly alll of us will know the traditional model for teaching
  imaging analysis.  It consists of a series of lectures giving the big pic
 ture\, combined with workshops using specialized software such as SPM or F
 SL.\n  I've taught that way myself\, for many years\, but it gradually bec
 ame clear to me that I was leaving my students with very superficial under
 standing. Meanwhile\, my work in open source software was teaching me more
  efficient and reproducible practice for analysis\, but I was not passing 
 this on in my teaching.\n\nOne might defend the traditional model by asser
 ting that we don't have time to teach students to program\, to understand 
 the basic ideas\, and to use efficient practice for computation.  But - is
  that true?\n\nWe tested that defense by running courses on basic brain im
 aging that did teach programming and fundamental ideas from the linear mod
 el\, as\nwell as efficient tools and practice for reproducibility [1\, 2].
    In\ngeneral the courses worked very well [1]. I believe they should inf
 orm a new standard model of teaching in brain imaging\, and other fields w
 ith high demands for cross-disciplinary technical work\, and the pervasive
  use of computing.\n\n[1] https://www.frontiersin.org/articles/10.3389/fni
 ns.2018.00727/full\n[2] https://bic-berkeley.github.io/psych-214-fall-2016
 /classes_and_labs.html
LOCATION:Lecture Theatre\, MRC Cognition and Brain Sciences Unit\, 15 Chau
 cer Road\, Cambridge
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